Perceptual grouping abilities in individuals with Autism Spectrum Disorder: exploring patterns of ability in relation to grouping type and levels of development

This study further investigates findings of impairment in Gestalt, but not global processing in Autism Spectrum Disorder (ASD) [Brosnan, Scott, Fox, & Pye, 2004]. Nineteen males with ASD and nineteen typically developing (TD) males matched by nonverbal ability, took part in five Gestalt perceptual grouping tasks. Results showed that performance differed according to grouping type. The ASD group showed typical performance for grouping by proximity and by alignment, impairment on low difficulty trials for orientation and luminance similarity, and general impairment for grouping by shape similarity. Group differences were also observed developmentally; for the ASD group, with the exception of grouping by shape similarity, perceptual grouping performance was poorer at lower than higher levels of nonverbal ability. In contrast, no developmental progression was observed in the TD controls

Étude de cas : Intervention thérapeuthique utilisant les « intérêts particuliers » chez un enfant autiste avec agnosie visuelle

Bien que l'éducation spécialisée sous ses divers modes soit consensuellement reconnue comme l'abord privilégié des troubles envahissants du développement, il n'existe à ce jour que peu de travaux sur l'intervention rééducative chez les personnes autistes d'intelligence normale. Cet article présente l'intervention psychoéducative faite avec un jeune garçon autiste de trois ans dans un centre de jour pédopsychiatrique. L'intérêt de cette observation est double. Tout d'abord, cet enfant était porteur, en plus de son autisme, d'une affection de caractère exceptionnel, l'agnosie visuelle. D'autre part, ses « intérêts restreints » autistiques, c'est-à-dire les comportements d'attirance perceptive et de questionnement pour une classe d'objets particuliers ou un paramètre particulier de ces objets, ont été utilisés comme levier pour l'amener à améliorer ses capacités de communication et d'interactions sociales.Although special education under its diverse forms is consensually recognized as the priviliged area of pervasive developmental delay, there is little studies on re-education intervention for autistic persons of normal intelligence. This article presents a psychoeducative intervention with a three year old autistic boy in a pédopsychiatrie day care centre. The interest of this observation is double. On the one hand, this child, aside from autism, is carrier of an exceptional ailment: visual agnosia. On the other hand, his "restrictive autistic interest", namely perceptive attraction and his questioning of a particular class of objects or a particular parameter of these objects were used as lever to bring him to improve his capacities of communication and social interactions.Aunque la education especializada en sus diversas formas sea, de manera consensual, reconocida como el abordaje privilegiado de los desordenes invasores del desarrollo, hasta el momento solo existen pocos trabajos sobre la intervencion con las personas autistas de inteligencia normal. Este articulo présenta la intervencion sicoeducativa realizada con un nino autista de très afios en un centro de siquiatria infantil. El interés de esta observaciôn es doble. Primeramente, este nino era ademâs de su autismo portador de una afeccion de carâcter exepcional, la agnosia visual. En segundo lugar, los "intereses restringidos" autisitcos de este nino, es decir los comportamientos de atracciôn perceptiva y de interrogaciôn por una clase particular de objetos o un parâmetro particular de esos objetos, fueron utilizados como palanca para Ilevarlo a mejorar sus capacidades de comunicaciôn y de interacciones sociales

Le diagnostic des troubles envahissants du développement sans déficience et son impact sur l’obtention des services scolaires et sociaux au Québec

Les troubles envahissants du développement sans déficience constituent une nouvelle entité clinique comprenant les personnes autistes et porteuses d'un trouble envahissant non spécifié sans déficience, ainsi que les personnes porteuses d'un syndrome d'Asperger. Ce groupe est de distinction récente et encore problématique à plusieurs égards. Notre article fait le point sur les relations historiques, théoriques et cliniques que les troubles envahissants du développement sans déficience entretiennent avec les syndromes limitrophes. Nous montrons ensuite les conséquences de l'indétermination concernant ces patients sur les mesures d'assistance disponibles pour eux. Nous concluons sur l'utilité de considérer indépendamment le diagnostic, la description des signes, le niveau intellectuel et l'adaptation psychosociale dans les décisions éducatives et psychosociales concernant les troubles envahissants du développement sans déficience.Pervasive developmental disorders without mental retardation is a new clinical category including high-functioning autism, Asperger syndrome and pervasive developmental disorder non otherwise specified. Its recognition is recent and still problematic in many regards. This article reviews the historical, theoretical and clinical relations between pervasive developmental disorders without mental retardation and bordering disorders. The consequences of an inadequate diagnosis on measures of assistance for these patients is also investigated. The authors conclude on the necessity in considering, independently of the diagnosis, the description of symptoms, the intellectual level and the adaptative level in order to take the most appropriate educational and psychosocial decisions regarding pervasive developmental disorders without mental retardation.Los desordenes invasores del desarrollo sin deficiencia constituyen una nueva entidad clmica que comprende las personas autistas y portadoras de un desorden invasor no especificado sin deficiencia, asi que las personas portadoras de un síndrome de Asperger. Este grupo distinguido recientemente es aún problemático desde varios puntos de vista. Nuestro articulo de centra en las relaciones histôricas, teôricas y clinicas que los desordenes invasores del desarrollo mantienen con sindromes limítrofes. Mostramos en seguida las consecuencias de la indeterminación implicando estos patientes sobre las medidas de asistencia disponibles para estas personas. Concluimos en la utilidad de considerar independientemente el diagnóstico, la description de los signos, el nivel intelectual, y la adaptation sicosocial en las decisiones educativas y sicosociales que conciernen el desorden invasor del desarrollo sin deficiencia

Éléments de diagnostic différentiel clinique entre le syndrome d’Asperger et la personnalité Schizoïde/Paranoïaque

Les personnes avec syndrome d’Asperger soumise à une hostilité objective développent des états de méfiance généralisée pouvant conduire à des actes hétéro-agressifs. Ceux-ci peuvent être confondus avec des syndromes de persécution entrant dans le cadre d’une personnalité schizoïde ou schizothymique. Ces deux entités posées sur l’axe 2 sont en effet des diagnostics différentiels du syndrome d’Asperger, du fait de leur caractère commun de permanence et de la présence d’atypie de la socialisation. À partir de deux cas cliniques, cet article propose une série de critères cognitifs (profile Wechsler), développementaux (chronologie des actes de violences), discursif (aspect qualitatif du discours rapportant les événements) permettant de faire le diagnostic différentiel d’une situation d’hostilité vis-à-vis de l’entourage. Les conséquences dans le support à apporter à ces personnes sont également exposées.Individuals with Asperger syndrome may, when exposed to hostility (e.g. bullying at school or at work), develop hostile ideas against their social environment, sometimes leading to aggression. These ideas and acts may be confounded with those arising from a persecutory state in schizoid or schizotypal personality, or even schizophrenia. These entities can be confounded with Asperger syndrome due to their permanent nature, and the presence of atypical social and emotional behaviours. This paper proposes cognitive (Wechsler profile), developmental (course of hostile behaviours), discursive (qualitative features of discourse reporting hostile thoughts), which may contribute to differential diagnosis in the presence of hostile thoughts and behaviours. Consequences for case management are also reported.Las personas con síndrome de Asperger sometidas a una hostilidad objetiva desarrollan los estados de desconfianza generalizada pudiendo conducir a actos hetero-agresivos. Éstos pueden ser confundidos con síndromes de persecución que entran en el marco de una personalidad esquizoide o esquizotimica. Estas dos entidades posadas en el axis 2 son en efecto los diagnósticos diferenciales del síndrome de Asperger, del hecho de su carácter común de permanencia y de la presencia de atipia de la socialización. A partir de 2 casos clínicos, este artículo propone una serie de criterios cognitivos (perfil Wechsler), de desarrollo (cronología de actos de violencia), discursivo (aspecto cualitativo del discurso que reporta los eventos) que permite realizar el diagnóstico diferencial de una situación de hostilidad frente al entorno. También se exponen las consecuencias del apoyo a aportar y a estas personas.As pessoas com síndrome de Asperger, submetidas a uma hostilidade objetiva, desenvolvem estados de desconfiança generalizada podendo levar a atos heteroagressivos. Estes estados podem ser confundidos com síndromes de perseguição entrando no quadro de uma personalidade esquizóide ou esquizotímica. Estas duas entidades colocadas no eixo 2 são, de fato, diagnósticos diferenciais da síndrome de Asperger, por causa de seu caráter comum de permanência e da presença de atipia da socialização. A partir de dois casos clínicos, este artigo propõe uma série de critérios cognitivos (perfil Wechsler), de desenvolvimento (cronologia dos atos de violência), discursivos (aspecto qualitativo do discurso sobre os acontecimentos) que permitem fazer o diagnóstico diferencial de uma situação de hostilidade em relação ao seu meio. São igualmente expostas as conseqüências do apoio a estas pessoas

Memory, learning and language in autism spectrum disorder

Background and aims: The ‘dual-systems’ model of language acquisition has been used by Ullman and colleagues to explain patterns of strength and weakness in the language of higher-functioning people with autism spectrum disorder (ASD). Specifically, intact declarative/explicit learning is argued to compensate for a deficit in non-declarative/implicit procedural learning, constituting an example of the so-called ‘see-saw’ effect. Ullman and Pullman (2015) extended their argument concerning a see-saw effect on language in ASD to cover other perceived anomalies of behaviour, including impaired acquisition of social skills. The aim of this paper is to present a critique of Ullman and colleagues’ claims, and to propose an alternative model of links between memory systems and language in ASD. Main contribution: We argue that a 4-systems model of learning, in which intact semantic and procedural memory are used to compensate for weaknesses in episodic memory and perceptual learning, can better explain patterns of language ability across the autistic spectrum. We also argue that attempts to generalise the ‘impaired implicit learning/spared declarative learning’ theory to other behaviours in ASD are unsustainable. Conclusions: Clinically significant language impairments in ASD are under-researched, despite their impact on everyday functioning and quality of life. The relative paucity of research findings in this area lays it open to speculative interpretation which may be misleading. Implications: More research is need into links between memory/learning systems and language impairments across the spectrum. Improved understanding should inform therapeutic intervention, and contribute to investigation of the causes of language impairment in ASD with potential implications for prevention

ERP Correlates of Recognition Memory in Autism Spectrum Disorder

Recognition memory in autism spectrum disorder (ASD) tends to be undiminished compared to that of typically developing (TD) individuals (Bowler et al. 2007), but it is still unknown whether memory in ASD relies on qualitatively similar or different neurophysiology. We sought to explore the neural activity underlying recognition by employing the old/new word repetition event-related potential effect. Behavioural recognition performance was comparable across both groups, and demonstrated superior recognition for low frequency over high frequency words. However, the ASD group showed a parietal rather than anterior onset (300–500 ms), and diminished right frontal old/new effects (800–1500 ms) relative to TD individuals. This study shows that undiminished recognition performance results from a pattern of differing functional neurophysiology in ASD

Mimetic desire in autism spectrum disorder

International audienceMimetic desire (MD), the spontaneous propensity to pursue goals that others pursue, is a case of social influence that is believed to shape preferences. Autism spectrum disorder (ASD) is defined by both atypical interests and altered social interaction. We investigated whether MD is lower in adults with ASD compared to typically developed adults and whether MD correlates with social anhedonia and social judgment, two aspects of atypical social functioning in autism. Contrary to our hypotheses, MD was similarly present in both ASD and control groups. Anhedonia and social judgment differed between the ASD and control groups but did not correlate with MD. These results extend previous findings by suggesting that basic mechanisms of social influence are preserved in autism. The finding of intact MD in ASD stands against the intuitive idea that atypical interests stem from reduced social influence and indirectly favors the possibility that special interests might be selected for their intrinsic properties

The Level and Nature of Autistic Intelligence II: What about Asperger Syndrome?

A distinctively uneven profile of intelligence is a feature of the autistic spectrum. Within the spectrum, Asperger individuals differ from autistics in their early speech development and in being less likely to be characterized by visuospatial peaks. While different specific strengths characterize different autistic spectrum subgroups, all such peaks of ability have been interpreted as deficits: isolated, aberrant, and irreconcilable with real human intelligence. This view has recently been challenged by findings of autistic strengths in performance on Raven's Progressive Matrices (RPM), an important marker of general and fluid intelligence. We investigated whether these findings extend to Asperger syndrome, an autistic spectrum subgroup characterized by verbal peaks of ability, and whether the cognitive mechanisms underlying autistic and Asperger RPM performance differ. Thirty-two Asperger adults displayed a significant advantage on RPM over Wechsler Full-Scale and Performance scores relative to their typical controls, while in 25 Asperger children an RPM advantage was found over Wechsler Performance scores only. As previously found with autistics, Asperger children and adults achieved RPM scores at a level reflecting their Wechsler peaks of ability. Therefore, strengths in RPM performance span the autistic spectrum and imply a common mechanism advantageously applied to different facets of cognition. Autistic spectrum intelligence is atypical, but also genuine, general, and underestimated

Sex differences in brain plasticity: a new hypothesis for sex ratio bias in autism.

Several observations support the hypothesis that differences in synaptic and regional cerebral plasticity between the sexes account for the high ratio of males to females in autism. First, males are more susceptible than females to perturbations in genes involved in synaptic plasticity. Second, sex-related differences in non-autistic brain structure and function are observed in highly variable regions, namely, the heteromodal associative cortices, and overlap with structural particularities and enhanced activity of perceptual associative regions in autistic individuals. Finally, functional cortical reallocations following brain lesions in non-autistic adults (for example, traumatic brain injury, multiple sclerosis) are sex-dependent. Interactions between genetic sex and hormones may therefore result in higher synaptic and consecutively regional plasticity in perceptual brain areas in males than in females. The onset of autism may largely involve mutations altering synaptic plasticity that create a plastic reaction affecting the most variable and sexually dimorphic brain regions. The sex ratio bias in autism may arise because males have a lower threshold than females for the development of this plastic reaction following a genetic or environmental event

Investigating eye movement patterns, language, and social ability in children with autism spectrum disorder

Although all intellectually high-functioning children with autism spectrum disorder (ASD) display core social and communication deficits, some develop language within a normative timescale and others experience significant delays and subsequent language impairment. Early attention to social stimuli plays an important role in the emergence of language, and reduced attention to faces has been documented in infants later diagnosed with ASD. We investigated the extent to which patterns of attention to social stimuli would differentiate early and late language onset groups. Children with ASD (mean age = 10 years) differing on language onset timing (late/normal) and a typically developing comparison group completed a task in which visual attention to interacting and noninteracting human figures was mapped using eye tracking. Correlations on visual attention data and results from tests measuring current social and language ability were conducted. Patterns of visual attention did not distinguish typically developing children and ASD children with normal language onset. Children with ASD and late language onset showed significantly reduced attention to salient social stimuli. Associations between current language ability and social attention were observed. Delay in language onset is associated with current language skills as well as with specific eye-tracking patterns